Abstract
The purpose of this study was to investigate the effect of using synchronous and asynchronous communication tools in online group activities to develop collaborative learning skills. An experimental study was implemented on a sample of faculty of education students in Mansoura University. The sample was divided into two groups, a group studied using synchronous communication tools, and the other group studied using asynchronous communication tools. The findings highlighted the fact that electronic communication tools have an effect to develop collaborative skills. However, the researchers found that the synchronous communication tools are more useful than asynchronous communication tools for developing collaborative learning skills in online group activities. The implications of the findings offer support for using synchronous communication tools in online group activities to develop collaborative skills.
Highlights
Though each student is assessed individually, group activities in the classroom support the success of the individual as well as the group
Our research will focus on this point .As a consequence an experimental study on the faculty of education students in Mansoura University was implemented to address the following question: What is the difference between the effect of using synchronous and asynchronous communication tools in online group activities to develop collaborative learning skills?
To answer the research question: What is the difference between the effect of using synchronous and asynchronous communication tools in online group activities to develop collaborative learning skills?
Summary
Though each student is assessed individually, group activities in the classroom support the success of the individual as well as the group. The key to a successful online class is to evaluate and to select the types of communication tools that fit the instructor’s pedagogy, the needs of the learner, and the objectives of the course. Asynchronous communication and collaboration tools include e.g. E-mails, discussion forums, Wikis, Blogs, or Google Docs, while synchronous tools include e.g. chats, videoconferencing or Etherpad [5], [6]. These tools are relatively easy to use and help build a sense of community in the online classroom. Porter (2004) indicated that both types of communication tools are providing group learners with different preferences, and allow the flexibility of matching the students preferred learning style
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